Day 3 Access

Research has taught us that, in learning MI, we often overestimate our skill levels in part because we don’t know which aspects of MI we are good at & which still need development. This experiential session is for intermediate or advanced MI learners who want to participate in a process to identify: 1) where their strongest MI skills lie, and 2) specific skill areas for development. We will conclude this fun & interactive session by celebrating current strengths and setting small, individual goals to continue the path toward MI excellence. Learning Objectives: 1. Briefly explore several factors that lead to effective MI learning.  2. Participate in a guided self-reflection process based on a brief MI work sample created during the session and recorded on individual cell phones (these will not be shared publicly).  3. Compassionately recognize personal MI strengths and skill gaps and create a brief plan for building skills going forward.  4. Experience a process that can be applied to MI training or coaching protocols.

Helping professionals often experience compassion fatigue, burnout, and secondary traumatic stress, which can impact their well-being and effectiveness. Motivational Interviewing (MI) offers a powerful framework to support supervisees in fostering compassion satisfaction—the joy and fulfillment derived from helping others. This interactive workshop will explore how MI principles can guide the development of personalized self-care plans for supervisees, enhancing resilience and job satisfaction. Participants will learn practical MI strategies to facilitate meaningful conversations about self-care, strengthen intrinsic motivation, and empower supervisees to take proactive steps toward well-being. Through guided exercises, case discussions, and skill-building activities, attendees will leave equipped with tools to cultivate a culture of self-care and sustainability in their supervision practice. Learning Objectives:  1. Apply MI techniques to support supervisees in identifying and strengthening their intrinsic motivation for self-care.  2. Develop individualized self-care plans that align with supervisees' values, needs, and professional demands.  3. Enhance supervision practices by integrating MI strategies to promote compassion satisfaction and prevent burnout.

This workshop explores the integration of trauma-informed principles with Motivational Interviewing (MI) practices, rooted in an Indigenous worldview. Participants will begin by deepening their understanding of historical and intergenerational trauma affecting Native and Indigenous communities. The workshop will highlight the ongoing effects of colonial violence, systemic oppression, and the erasure of ancestral healing practices and the role these dynamics play in the unresolved ambivalence. Emphasis will be placed on cultural humility, Indigenous knowledge systems, and the inherent strength and resilience within these communities. Through an Indigenous-centered trauma-informed lens, participants will learn advanced MI techniques that honor relationality, storytelling, and spirituality as tools for connection and enhancement of self-determined change talk. The workshop will explore methods for creating sacred space, addressing ambivalence in culturally aligned ways, and facilitating goal-setting rooted in Indigenous values of respect, reciprocity, and collective well-being. By the end of this workshop, participants will leave with a deeper understanding of decolonial, trauma-informed MI strategies that center Indigenous perspectives, worldviews and values. Learning Objectives: 1. Recognize and identify the impacts of historical and intergenerational trauma on Indigenous communities and the impacts these have had on the role of unresolved grief and ambivalence.  2. Apply advanced Motivational Interviewing techniques within a trauma-informed framework that aligns with Indigenous worldviews, including relational goal-setting and storytelling.  3. Develop strategies for fostering trust and connection while avoiding re-traumatization in therapeutic and educational settings where participants and community members have been historically and systemically harmed and marginalized.

Participants will recognize that conducting virtual sessions is a skill set which can be developed like other practitioner skill sets and which can build on the capacities practitioners already possess. Attendees will leave the session more confident in their ability to step outside of personal comfort zones and provide virtual training, know how to prevent problems and respond to challenges when they do arise. There will also be time to identify and practice which "personal cheese" skills they will bring to their next virtual training. Learning Objectives: At the conclusion of the session, participants will:  1. Describe three adaptations for training in MI virtually;  2. Identify and practice one personal “cheese” strength;  3. Report enhanced confidence for virtual training.